| dc.description.abstract | This thesis aimed to investigate using a commercial off-the-shelf (COTS) game for English vocabulary learning and acquisition in an 8th-grade class in Norway. The study centers around a classroom intervention where an 8th-grade class tried the game Scribblenauts Unlimited along with additional supplemental activities during a double lesson of English. Furthermore, the study examines the same students' attitudes toward digital games inside and outside the classroom and how COTS games can be adapted and used as a tool for ESL learning in Norway. The thesis examines the connection between language learning theories and digital games and how games connect to Norway's new English curriculum (ENG01-04). A mixed methods approach was used to gather data to address the three research questions. The data includes an online survey with 21 respondents, five semi-structured interviews with ten students, field notes from the classroom, and screen recordings from the class playing Scribblenauts Unlimited. The results from the research show that the game Scribblenauts Unlimited can contribute to vocabulary learning, that most students play video games in their spare time, and that they were also optimistic about games as a tool for English learning at school. In addition, the results also show that COTS games, which are games made for entertainment, are motivational tools and can facilitate English learning in the classroom. The goal of this thesis was to show the possibilities of using digital games in the classroom and that the teacher can adapt COTS games for English learning in the classroom. Additionally, the research will build on existing research in the field and show other teachers that gaming is a teaching method worth trying with their classes. | |
